Should a third language be compulsory? | Explained

Tussle over three-language formula in schools under NEP 2020 between Centre and Tamil Nadu government continues.

The story so far: There has been a tussle between the Centre and the Tamil Nadu government over the three-language formula in schools under the New Education Policy (NEP), 2020. The Union government has indicated that it needs to be complied with for release of funds tied to the Samagra Shiksha Abhiyan. However, the Tamil Nadu government views it as a ‘smokescreen’ for Hindi imposition and insists that it would continue with its two-language policy.

The Constitution provides that Hindi is the official language of the Union. English was originally meant to continue as the official language for 15 years from the commencement of the Constitution (till 1965). However, the Official Languages Act, 1963 provides for the continued use of English, in addition to Hindi, for all official purposes of the Union without any time limit. The legislature of a State may adopt any one or more of the languages in use in the State or Hindi as the official language(s) for official purposes of that State.

Further, the Constitution provides that it shall be the duty of the Union to promote the spread of the Hindi language so that it may serve as a medium of expression for all the elements of the composite culture of India.

The three-language formula was first introduced in the NEP of 1968. This policy and the Official Language Resolution, 1968 mandated the teaching of Hindi as a language in non-Hindi speaking States. There were protests against the same in Tamil Nadu and it has steadfastly followed its two-language policy of teaching Tamil and English in its government schools. The NEP, 2020 has retained the three-language formula albeit with a key difference that it doesn’t impose any language on any State. It specifies that the languages to be learnt will be the choice of States, regions and the students, so long as at least two of the three languages are native to India.

The Annual Status of Education Research (ASER) conducted regularly by renowned NGO Pratham leaves much to be improved upon with respect to learning abilities. The report of 2022 indicates that close to 60% of students in Class V could not read a Class II level text. The report of 2023 reveals that 25% of youth in the age group of 14-18 years could not read a Class II level text fluently in their regional language. More than 40% of this age group could not read sentences in English. The learning outcomes in foundational numeracy skills like subtraction and division is equally poor.

As per the report on ‘Analysis of Budgeted expenditure on Education’ prepared by the Ministry of Education, Government of India, in 2022, out of the total revenue expenditure on elementary education estimated at ₹3.03 lakh crore (2019-20), 15% is spent by the Centre while 85% is spent by the States. The total expenditure on elementary, secondary, higher and technical education by the Centre and States combined hovers around 4-4.5% of the GDP as against the target of 6% set out in the NEP 2020. Thus, the expenditure on education is yet to reach the desired levels.

While English is not a native language, its proficiency has helped us in becoming globally competitive in various service industries. India is a multi-lingual country and the objective of learning more Indian languages in schools in desirable. However, the existing issues of learning outcomes coupled with constraints on resources require that the efforts of government run schools should be focused on improving the teaching of the mother tongue/local language and English, apart from foundational numeracy skills. Even in private schools where a third language is taught till Standard VIII, there is limited proficiency being attained by the students in such language.